Pub Date : 2023-09-21DOI: 10.1177/00345237231203073
Marcia McKenzie, Joseph Henderson, Fikile Nxumalo
Given that human-caused climate change is one of the defining educational contexts in the 21st Century, we ask this question of ourselves and our educational research community: What is the role of education and educational research as we attempt to “cultivate equitable educational systems” in a world dominated by climate breakdown and related emergencies? We suggest our scholarly community needs to examine the systems and ideologies that are responsible for climate change: human supremacy, colonialism, capitalism, industrialization, and white supremacy, among others. The perpetuation of these ideas via educational institutions and practices is a significant part of the problem that has led to the current climate crisis. Therefore, the aim of this special issue of Research in Education is to draw together scholarship that can help map out potential roles of education in both the possibilities and resistances of addressing climate change. Collectively the papers map possible and much-needed educational futures where climate change is a matter of urgent superordinate concern including through enacting resistance to human-centrism, coloniality, racial capitalism, and their interconnections. In these futures, climate change education inquires - at multiple scales - into possibilities for materializing less extractive and more livable worlds through education policy and data infrastructures to youth coalitions and even the small everyday encounters with the more-than-human world. The papers also illustrate the potentials of climate change pedagogical orientations that are affective, interdisciplinary and intergenerational. We hope this special issue prompts our colleagues to consider how the collective work of educational scholarship might produce desirable futures amid a rapidly changing climate.
{"title":"Climate change and educational research: Mapping resistances and futurities","authors":"Marcia McKenzie, Joseph Henderson, Fikile Nxumalo","doi":"10.1177/00345237231203073","DOIUrl":"https://doi.org/10.1177/00345237231203073","url":null,"abstract":"Given that human-caused climate change is one of the defining educational contexts in the 21st Century, we ask this question of ourselves and our educational research community: What is the role of education and educational research as we attempt to “cultivate equitable educational systems” in a world dominated by climate breakdown and related emergencies? We suggest our scholarly community needs to examine the systems and ideologies that are responsible for climate change: human supremacy, colonialism, capitalism, industrialization, and white supremacy, among others. The perpetuation of these ideas via educational institutions and practices is a significant part of the problem that has led to the current climate crisis. Therefore, the aim of this special issue of Research in Education is to draw together scholarship that can help map out potential roles of education in both the possibilities and resistances of addressing climate change. Collectively the papers map possible and much-needed educational futures where climate change is a matter of urgent superordinate concern including through enacting resistance to human-centrism, coloniality, racial capitalism, and their interconnections. In these futures, climate change education inquires - at multiple scales - into possibilities for materializing less extractive and more livable worlds through education policy and data infrastructures to youth coalitions and even the small everyday encounters with the more-than-human world. The papers also illustrate the potentials of climate change pedagogical orientations that are affective, interdisciplinary and intergenerational. We hope this special issue prompts our colleagues to consider how the collective work of educational scholarship might produce desirable futures amid a rapidly changing climate.","PeriodicalId":45813,"journal":{"name":"Research in Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136136414","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-04DOI: 10.1177/00345237231200623
Linda Knight
We are living climate change. The unchecked acceleration of globalisation, colonisation, and extractivism create a world in dire need of change if we are to survive. Crucial now, are critical, geopolitical, and biopolitical discussion and an urgent need for diverse methodologic and pedagogic strategies for action across micro to macro scales. Research-creation, practice-led approaches to action, that work across and with artistic practice, scientific data, and critical and cultural theory can spark activist pedagogic experiences for change. The effective potential of such methodologies is explored via inefficient mapping; a counter-mapping, methodologic protocol, and its use in ‘Mapping Extinction’, a project into the catastrophic biodiversity loss due to the 2019/2020 Australian bushfires. The protocols and visual works produced facilitate discussion on creative practice as educational research into the real impacts of climate change.
{"title":"Inefficiently mapping extinction: A research-creation, practice-led approach to visualising biodiversity loss","authors":"Linda Knight","doi":"10.1177/00345237231200623","DOIUrl":"https://doi.org/10.1177/00345237231200623","url":null,"abstract":"We are living climate change. The unchecked acceleration of globalisation, colonisation, and extractivism create a world in dire need of change if we are to survive. Crucial now, are critical, geopolitical, and biopolitical discussion and an urgent need for diverse methodologic and pedagogic strategies for action across micro to macro scales. Research-creation, practice-led approaches to action, that work across and with artistic practice, scientific data, and critical and cultural theory can spark activist pedagogic experiences for change. The effective potential of such methodologies is explored via inefficient mapping; a counter-mapping, methodologic protocol, and its use in ‘Mapping Extinction’, a project into the catastrophic biodiversity loss due to the 2019/2020 Australian bushfires. The protocols and visual works produced facilitate discussion on creative practice as educational research into the real impacts of climate change.","PeriodicalId":45813,"journal":{"name":"Research in Education","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2023-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86918719","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-23DOI: 10.1177/00345237231196779
Emma Walker, Andrew Pennington, M. Wood, F. Su
Reconceptualising the neoliberal project in education as a process of colonisation, this paper considers the effects of what the authors argue amounts to a reconstitution of schooling in England. This argument examines how the narrative about education’s liberatory purposes in support of human flourishing that gained particular prominence in the social democratic consensus following 1945, is becoming eroded and subjugated by a neo-colonial imaginary. This disavows past connections to local communities and undermines a democratic polity. The ontological colonisation of schools and teachers by ways of working rooted in neoliberalism is examined by drawing on research on the lived experience of schools and Multi Academy Trusts (MATs) and the narratives of educators and leaders who are part of them. The narratives illustrate how such neo-colonial processes appear to appropriate and reconstitute teacher identities and shape schools’ connections with their communities. The authors analyse and interpret narratives of those in schools and the spaces to re-construct and re-imagine possible alternative futures.
{"title":"Lived experiences of educators and leaders in multi-academy trusts in England: The colonisation of schools, the erosion of community engagement and the need for alternative futures","authors":"Emma Walker, Andrew Pennington, M. Wood, F. Su","doi":"10.1177/00345237231196779","DOIUrl":"https://doi.org/10.1177/00345237231196779","url":null,"abstract":"Reconceptualising the neoliberal project in education as a process of colonisation, this paper considers the effects of what the authors argue amounts to a reconstitution of schooling in England. This argument examines how the narrative about education’s liberatory purposes in support of human flourishing that gained particular prominence in the social democratic consensus following 1945, is becoming eroded and subjugated by a neo-colonial imaginary. This disavows past connections to local communities and undermines a democratic polity. The ontological colonisation of schools and teachers by ways of working rooted in neoliberalism is examined by drawing on research on the lived experience of schools and Multi Academy Trusts (MATs) and the narratives of educators and leaders who are part of them. The narratives illustrate how such neo-colonial processes appear to appropriate and reconstitute teacher identities and shape schools’ connections with their communities. The authors analyse and interpret narratives of those in schools and the spaces to re-construct and re-imagine possible alternative futures.","PeriodicalId":45813,"journal":{"name":"Research in Education","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2023-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84383950","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-09DOI: 10.1177/00345237231195270
Martin Johnson, V. Coleman
In early 2021, schools in England went into a second period of lockdown due to the COVID-19 pandemic. We wanted to look at how the pandemic influenced teachers’ working experiences. In particular, our focus of interest was on changes to teachers’ pedagogic, curricular and assessment practices, and how these changes impacted on their workload and wellbeing. We involved 15 teachers from a spread of regions, localities, school types and sizes across England. The teachers were working with students in Year 11 and/or 13 across a range of subject areas that would be particularly prone to the effects of any moves towards remote learning or disruption to examined assessment. To capture the teachers’ working experiences we used a mixed methods approach. This approach involved teachers recording their experiences in a series of solicited diaries over a 4-month period in early 2021. We complemented the insights gleaned from the teachers’ diaries with data from teacher interviews and surveys. This approach allowed us to link teachers’ experiences during the pandemic to their workload and their perceptions of wellbeing. Our analyses suggest that there were some features of workload that negatively affected teacher wellbeing during the pandemic period, particularly around assessment-related tasks. We also found that some of the social dimensions of teachers’ work positively contributed to their wellbeing, particularly where teachers’ work involved interactions with students and with colleagues.
{"title":"Teaching in uncertain times: Exploring links between the pandemic, assessment workload, and teacher wellbeing in England","authors":"Martin Johnson, V. Coleman","doi":"10.1177/00345237231195270","DOIUrl":"https://doi.org/10.1177/00345237231195270","url":null,"abstract":"In early 2021, schools in England went into a second period of lockdown due to the COVID-19 pandemic. We wanted to look at how the pandemic influenced teachers’ working experiences. In particular, our focus of interest was on changes to teachers’ pedagogic, curricular and assessment practices, and how these changes impacted on their workload and wellbeing. We involved 15 teachers from a spread of regions, localities, school types and sizes across England. The teachers were working with students in Year 11 and/or 13 across a range of subject areas that would be particularly prone to the effects of any moves towards remote learning or disruption to examined assessment. To capture the teachers’ working experiences we used a mixed methods approach. This approach involved teachers recording their experiences in a series of solicited diaries over a 4-month period in early 2021. We complemented the insights gleaned from the teachers’ diaries with data from teacher interviews and surveys. This approach allowed us to link teachers’ experiences during the pandemic to their workload and their perceptions of wellbeing. Our analyses suggest that there were some features of workload that negatively affected teacher wellbeing during the pandemic period, particularly around assessment-related tasks. We also found that some of the social dimensions of teachers’ work positively contributed to their wellbeing, particularly where teachers’ work involved interactions with students and with colleagues.","PeriodicalId":45813,"journal":{"name":"Research in Education","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2023-08-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74927254","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-06DOI: 10.1177/00345237231183343
S. Truman
This paper argues that the contemporary climate crises we see around our planet correlate with a colonial crisis of (literary) imagination. The author engages with Caribbean literary scholar Sylvia Wynter and other anti-colonial scholars to trace how the colonial literary imagination is rooted in the euro-western humanism and racial capitalism that governs the west, the stories and literary forms that frame it, and whose logics continue to be rehearsed across the disciplines—particularly in English literatures taught in school. The paper then argues that to understand the histories of this crisis of imagination and its link to climate crises, and perhaps paradoxically access literature’s speculative potential to imagine different climate futures, literary educators and scholars need to prioritize literatures and literary critiques that are embedded in a different relationship to the imagination and ecology.
{"title":"Colonial crises of imagination, climate fictions, and English literary education","authors":"S. Truman","doi":"10.1177/00345237231183343","DOIUrl":"https://doi.org/10.1177/00345237231183343","url":null,"abstract":"This paper argues that the contemporary climate crises we see around our planet correlate with a colonial crisis of (literary) imagination. The author engages with Caribbean literary scholar Sylvia Wynter and other anti-colonial scholars to trace how the colonial literary imagination is rooted in the euro-western humanism and racial capitalism that governs the west, the stories and literary forms that frame it, and whose logics continue to be rehearsed across the disciplines—particularly in English literatures taught in school. The paper then argues that to understand the histories of this crisis of imagination and its link to climate crises, and perhaps paradoxically access literature’s speculative potential to imagine different climate futures, literary educators and scholars need to prioritize literatures and literary critiques that are embedded in a different relationship to the imagination and ecology.","PeriodicalId":45813,"journal":{"name":"Research in Education","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2023-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78378164","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-03DOI: 10.1177/00345237231179854
S. Gorard
This paper presents an analysis of the extent to which poor pupils in England are clustered in schools with others like them. It is based on a segregation index of pupils eligible for free school meals for every year for which official national data is available. The trend over time has been published before up to 2019, and this paper extends the analysis to 2021, covering both the Covid-19 era so far and the beginning of transitional arrangements for Universal Credit, which have led to a substantial increase in the number of pupils eligible for free school meals. Results show that the segregation of poor pupils between secondary schools has continued to decline annually – a decline that started with the onset of Pupil Premium funding. This decline in segregation has not occurred for other possible indicators of disadvantage, such as pupils having a special educational need or disability, which are not addressed by Pupil Premium funding. Clustering disadvantaged pupils together in parts of a national school system has been linked to worse pupil outcomes overall, lower aspirations, less ethnic cohesion, and reduced trust in society by students. So, this ongoing reduction is encouraging, and is likely to lead to a lower poverty attainment gap in academic outcomes. However, the reduction in 2020 and 2021 is “false” to some extent, based mostly on a sudden increase in the number of pupils officially classed as poor, rather than an improvement in their distribution or evenness. It is, therefore, important to retain Pupil Premium funding or something like it for the time being to see what happens to the attainment gap. And the apparent success of this funding scheme could have implications for school systems worldwide that value fairness in the provision of national opportunities for education.
{"title":"The pattern of socio-economic segregation between schools in England 1989 to 2021: The pupil premium, Universal Credit, and Covid-19 eras","authors":"S. Gorard","doi":"10.1177/00345237231179854","DOIUrl":"https://doi.org/10.1177/00345237231179854","url":null,"abstract":"This paper presents an analysis of the extent to which poor pupils in England are clustered in schools with others like them. It is based on a segregation index of pupils eligible for free school meals for every year for which official national data is available. The trend over time has been published before up to 2019, and this paper extends the analysis to 2021, covering both the Covid-19 era so far and the beginning of transitional arrangements for Universal Credit, which have led to a substantial increase in the number of pupils eligible for free school meals. Results show that the segregation of poor pupils between secondary schools has continued to decline annually – a decline that started with the onset of Pupil Premium funding. This decline in segregation has not occurred for other possible indicators of disadvantage, such as pupils having a special educational need or disability, which are not addressed by Pupil Premium funding. Clustering disadvantaged pupils together in parts of a national school system has been linked to worse pupil outcomes overall, lower aspirations, less ethnic cohesion, and reduced trust in society by students. So, this ongoing reduction is encouraging, and is likely to lead to a lower poverty attainment gap in academic outcomes. However, the reduction in 2020 and 2021 is “false” to some extent, based mostly on a sudden increase in the number of pupils officially classed as poor, rather than an improvement in their distribution or evenness. It is, therefore, important to retain Pupil Premium funding or something like it for the time being to see what happens to the attainment gap. And the apparent success of this funding scheme could have implications for school systems worldwide that value fairness in the provision of national opportunities for education.","PeriodicalId":45813,"journal":{"name":"Research in Education","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2023-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84506224","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-13DOI: 10.37119/ojs2023.v28i2a.675
William W. Burton
How to Change Everything (2021) takes Klein's renowned work This Changes Everything (2014), and with the support of Rebecca Stefoff, an author with significant experience writing for young readers, targets the youth that came of age during the climate strikes. Throughout the 300 well-paced and authoritative pages, Klein and Stefoff centre the work of Greta Thunberg and the principles of climate justice and seek to build on the momentum of youth activism from before the pandemic. Yet readers coming from a public education background will note the dearth of practical applications for the classroom. The world of tomorrow will be changed through movement building outside of the school and instead in community and on the streets claim Klein and Stefoff, leaving behind increasingly disconnected systems of education.
{"title":"A Review of Klein, N., & Stefoff, R. (2021)’s How to Change Everything: A Young Human’s Guide to Protecting the Planet and Each Other","authors":"William W. Burton","doi":"10.37119/ojs2023.v28i2a.675","DOIUrl":"https://doi.org/10.37119/ojs2023.v28i2a.675","url":null,"abstract":"How to Change Everything (2021) takes Klein's renowned work This Changes Everything (2014), and with the support of Rebecca Stefoff, an author with significant experience writing for young readers, targets the youth that came of age during the climate strikes. Throughout the 300 well-paced and authoritative pages, Klein and Stefoff centre the work of Greta Thunberg and the principles of climate justice and seek to build on the momentum of youth activism from before the pandemic. Yet readers coming from a public education background will note the dearth of practical applications for the classroom. The world of tomorrow will be changed through movement building outside of the school and instead in community and on the streets claim Klein and Stefoff, leaving behind increasingly disconnected systems of education.","PeriodicalId":45813,"journal":{"name":"Research in Education","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2023-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88246374","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-13DOI: 10.37119/ojs2023.v28i2a.724
Latika Raisinghani
A Review of Engaging With Meditative Inquiry in Teaching, Learning and Research: Realizing Transformative Potential in Diverse Contexts by William F. Pinar (Ed).
《在教学、学习和研究中参与冥想探究:在不同背景下实现变革潜力》，作者:William F. Pinar(主编)。
{"title":"A Review of Engaging With Meditative Inquiry in Teaching, Learning and Research: Realizing Transformative Potential in Diverse Contexts","authors":"Latika Raisinghani","doi":"10.37119/ojs2023.v28i2a.724","DOIUrl":"https://doi.org/10.37119/ojs2023.v28i2a.724","url":null,"abstract":"A Review of Engaging With Meditative Inquiry in Teaching, Learning and Research: Realizing Transformative Potential in Diverse Contexts by William F. Pinar (Ed).","PeriodicalId":45813,"journal":{"name":"Research in Education","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2023-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72837930","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-13DOI: 10.37119/ojs2023.v28i2a.659
Marc Husband, Lisa Lunney Borden, Evan Throop Robinson
This article explores the role that gestures play in the development of mathematical understanding. Using Pirie Kieren’s notion of image making and Lunney Borden’s idea of verbing mathematics, we share two examples of how students respond to teacher requests to demonstrate what they know about arrays. Keywords: image making, verbing mathematics, gesturing, mathematics
{"title":"Gesturing and Image Making: Growing Mathematics Understanding","authors":"Marc Husband, Lisa Lunney Borden, Evan Throop Robinson","doi":"10.37119/ojs2023.v28i2a.659","DOIUrl":"https://doi.org/10.37119/ojs2023.v28i2a.659","url":null,"abstract":"This article explores the role that gestures play in the development of mathematical understanding. Using Pirie Kieren’s notion of image making and Lunney Borden’s idea of verbing mathematics, we share two examples of how students respond to teacher requests to demonstrate what they know about arrays.\u0000Keywords: image making, verbing mathematics, gesturing, mathematics","PeriodicalId":45813,"journal":{"name":"Research in Education","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2023-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77300005","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-13DOI: 10.37119/ojs2023.v28i2a.727
P. Lewis
Editorial Spring 2023 Issue of in education
《教育》2023年春季刊
{"title":"Editorial Spring 2023 Issue of in education","authors":"P. Lewis","doi":"10.37119/ojs2023.v28i2a.727","DOIUrl":"https://doi.org/10.37119/ojs2023.v28i2a.727","url":null,"abstract":"Editorial Spring 2023 Issue of in education","PeriodicalId":45813,"journal":{"name":"Research in Education","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2023-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77470428","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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